A theoretical view on concept mapping

Auto‐monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto‐monitoring is the idea of a ‘learning arena’ where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking ‘on action’ while ‘in action’. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto‐monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena

Comment: The coming tornado?

An extended review of John S. Daniel's Mega‐Universities and the Knowledge Media: Technology Strategies for Higher Education (London: Kogan Page, 1996; 212 pages, ISBN: 0–7494–2119–3)

EU enlargement and Ireland’s experience in the EU, focusing on the implications for political culture and sense of national identity

Remarks by the President of Ireland, Mary McAleese on the occasion of her visit to the University of São Paulo, Brazil, Friday, 26th March, 2004Remarks by the President of Ireland, Mary McAleese on the occasion of her visit to the University of São Paulo, Brazil, Friday, 26th March, 200

Reviews

Eta De Cicco, Mike Farmer and James Hargrave, Using the Internet in Secondary Schools, London: Kogan Page (2nd edn), 2001. ISBN: 0–7494–3459–7. Softback, x + 192 pages, £16.99

Realising the potential of quality in learning and teaching in higher education in Europe

The High Level Group is examining the barriers to and potential of the wider introduction of new modes of learning and teaching and will publish its report in mid-2014. It will shed a light on the most recent developments in the digital age and its consequences for higher education systems and institutions.Technology is not a panacea for structural challenges in our higher education systems, but used intelligently, it can help to address them. It can serve to adapt teaching and learning to provide graduates with employable skills to boost jobs and growth. Its potential to free teachers and students alike from the ‘old ways’ of doing things, to move from transmission of knowledge to co-creation of knowledge, can also boost the innovation potential of higher education

Reviews

John Bowden and Ference Marton, The University of Learning: Beyond Quality and Competence in Higher Education, London: Kogan Page, 1998. ISBN: 0–7494–2292–0. Hardback, x310 pages, £35.00

Reviews

Managing Change in Higher Education: A Learning Environment Architecture by Peter Ford and eight other authors, Buckingham: Society for Research into Higher Education and the Open University Press, 1996. ISBN 0–335–19791–4. 161 pages, paperback. No price indicated

Reviews

Sally Brown, Steve Armstrong and Gail Thompson (eds.), Motivating Students, London: Kogan Page, 1998. ISBN: 0–7494–2494‐X. Paperback, 214 pages. £18.99